Undergraduate STEM Majors on and off the Pre-Med/Health Track: A STEM Identity Perspective

Autor/inn/en	Dou, Remy; Cian, Heidi; Espinosa-Suarez, Valentina
Titel	Undergraduate STEM Majors on and off the Pre-Med/Health Track: A STEM Identity Perspective
Quelle	In: CBE - Life Sciences Education, 20 (2021) 2, Artikel 24 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.20-12-0281
Schlagwörter	Undergraduate Students; STEM Education; Majors (Students); Premedical Students; Track System (Education); Self Concept; Competence; Recognition (Achievement); Science Interests; Gender Differences; Family Environment + Suchen Sie Ihr Suchwort? STEM; Leistungsgruppe; Leistungsdifferenzierung; Selbstkonzept; Kompetenz; Soziale Anerkennung; Geschlechterkonflikt; Familienmilieu
Abstract	Despite the wealth of research exploring science, technology, engineering, and mathematics (STEM) identity and career goals in both formal and informal settings, existing literature does not consider STEM identity for undergraduate students pursuing health and medical careers through STEM pathways. We address this gap by examining the STEM identity of undergraduate STEM majors on pre-med/health tracks as it compares with that of other STEM majors, thus focusing on a population that is chronically understudied in STEM education research. We surveyed 440 undergraduate STEM students enrolled in entry-level STEM courses to assess their STEM identities and three identity precursors: interest, performance-competence, and recognition. Through regression analyses accounting for gender, major, and perceived home support around STEM, we found that pre-med/health students were "more" likely to have higher STEM identity and recognition scores than their peers; we did not detect a significant difference for performance-competence or interest in STEM. Although there is little tracking of pre-med/health students' ultimate career attainment, the implications of our findings support a potential for sustaining pre-med/health students while simultaneously creating pathways to other STEM pursuits for the nearly 60% of those who do not enter medical school by offering participation in experiences that affirm their STEM identities. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01